This dissertation is a qualitative study that explores how three teams of humanities teachers at Capital High School (Charleston, West Virginia) tried to create and sustain an environment in which they could make decisions over curriculum, pedagogy, and school self-governance. The study also examines what empowerment means to the teachers in a setting where it is defined as the democratic involvement of teachers as they have input into decisions which affect them and their students. Various qualitative methods were used including participant observation, interviews, document analysis, and personal narratives. In 1993 Capital High was named a National Exemplary school by the United States Department of Education and in the same year a West Virginia Department of Education Blue Ribbon School. A longitudinal survey of the historical background of the school precedes chapters that describe spatial influences on the curriculum and instruction, altered governance structures, the effects of teaming organizations, and the use of three specific strategies: Writing to Learn, cooperative learning, and computer technologies. The final chapter gives an account of the current school conditions and offers some lessons learned. Appendixes contain a chronology of the school, list of consultants, organizational structure, map of the school, and discussion of methodology. (Contains 102 references.) (Author/JB)